Subject: Social Studies Class periods used: 8 (including 1 Technology period)
Vocabulary: ancient Definition: Relating to the historic period beginning with the earliest known civilizations and extending to the fall of the Roman Empire in A.D. 476. Context: The culture of ancient Greece had rich traditions, many of which exist today.
architecture Definition: A particular style or fashion of building. Context: Doric, Ionic, and Corinthian are three styles of Greek architecture found in buildings around the world today.
classical Definition: Relating to the ancient Greek and Roman world, especially to its literature, art, architecture, or ideals. Context: The classical age of Greece began with the Persian War (490-479 B.C.) and ended with the death of Alexander the Great in 323 B.C.
heritage Definition: Something, such as culture, passed from generation to generation. Context: Greek heritage included mythology, philosophy, government, and much more.
legacy Definition: Something handed down or that remains from a previous generation or time. Context: One legacy of Socrates was his dialogues, or using questions and answers as a teaching method.
philosophy Definition: Academic study that is devoted to the examination of basic concepts, such as truth, beauty, freedom, and reality. Context: Scholars study Aristotle's philosophy.
democracy Definition: A government by the people exercised directly or indirectly through a system of representation involving periodically held elections. Context: The earliest democracy in the world began in Athens in 510 BC but only free adult males could vote.
drama Definition: A story intended to portray life or a character involving conflicts and emotion through action and dialogue typically designed for theatrical performance. Context: Greeks were the earliest to perform dramas. The three types were comedy, tragedy and satire.
tragedy definition: A serious drama typically describing a conflict between the protagonist and a superior force, having a sorrowful or disastrous conclusion that excites pity or terror. context: The three great Greek playwrights of tragedy were Aeschylus, Sophocles and Euripides.
Objectives Students will:
learn about key elements of ancient Greek civilization, including government and wars, mythology, philosophy, sports, art, marketplaces, economics such as trade, geography, technology, and transportation; and
understand the influence of ancient Greece in the world today.
Materials The class will need the following:
Computers with Internet access;
Individual USB thumbdrives;
Video clips;
Promethean board;
Library materials, such as encyclopedias articles, books, journals, etc.;
Procedures 1. Give brief lecture on the Greeks, reviewing facts and using video clips to punctuate the lecture. Explain that a great civilization thrived there between 500 and 323 B.C., during a time in history called the classical Greek period. The ancient Greeks developed new ideas for government, science, philosophy, religion, and art. The center of ancient Greek culture was the city-state of Athens. Although wars between Athens and the city-state Sparta would eventually weaken Greek civilization, its influence is visible today.
2a. Explain that in this activity, students will be researching the following aspects of ancient Greek life:
Geography
Government
Wars
Economics
Society (Daily Life, religion/philosophy, marketplace)
Society (art, entertainment [including sports])
Technology
Transportation
2b. Divide students into eight research groups, and assign each group one aspect of Greek life to study in-depth. Hand out copies of the timeline and rubric and expectations for the assignment.
3. Have each group review the questions on their activity sheets together and add a question of their own. Students should use print and online resources. The final task is to present their findings to the class with examples of ancient Greek influence in modern culture.
4. Remind students to bring the USB flash drives and take groups to media center where the media specialist will go over useful website and library materials for students to use. Media specialist and social studies teacher will also explain ways in which students may present their findings (either Glogster or PowerPoint)
5. Have students research their projects with teacher and media specialist aid and supervision. Media specialist will show students a sample Glog and walk them through the Glogster technology step-by-step. The students should all be familiar with how to use PowerPoint.
6. Have 2 groups present their research during each class periods with teacher follow-up reflections. Have students turn in their bibliography.
Adaptations If parents have an issue with students using electronic sources, students may use print materials alone to complete their bibliography. While it is recommended to use Glogster, if parents have concerns with student's using the online resource, students may present using PowerPoint.
Suggested Readings Will be supplied by the media specialist.
Standards This lesson plan may be used to address the academic standards listed below. These standards are drawn from the Maryland Common Core State Curriculum and the AASL Standards for the 21st Century Learner.
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Speaking & Listening Standards Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
AASL Standards: 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate and select appropriate sources to answer questions. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources or strategies when necessary to achieve success. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations and further investigations. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.2.2 Show social responsibilities by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning. 4.4.1 Identify own areas of interest. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context.
Subject: Social Studies
Class periods used: 8 (including 1 Technology period)
Vocabulary:
ancient
Definition: Relating to the historic period beginning with the earliest known civilizations and extending to the fall of the Roman Empire in A.D. 476.
Context: The culture of ancient Greece had rich traditions, many of which exist today.
architecture
Definition: A particular style or fashion of building.
Context: Doric, Ionic, and Corinthian are three styles of Greek architecture found in buildings around the world today.
classical
Definition: Relating to the ancient Greek and Roman world, especially to its literature, art, architecture, or ideals.
Context: The classical age of Greece began with the Persian War (490-479 B.C.) and ended with the death of Alexander the Great in 323 B.C.
heritage
Definition: Something, such as culture, passed from generation to generation.
Context: Greek heritage included mythology, philosophy, government, and much more.
legacy
Definition: Something handed down or that remains from a previous generation or time.
Context: One legacy of Socrates was his dialogues, or using questions and answers as a teaching method.
philosophy
Definition: Academic study that is devoted to the examination of basic concepts, such as truth, beauty, freedom, and reality.
Context: Scholars study Aristotle's philosophy.
democracy
Definition: A government by the people exercised directly or indirectly through a system of representation involving periodically held elections.
Context: The earliest democracy in the world began in Athens in 510 BC but only free adult males could vote.
drama
Definition: A story intended to portray life or a character involving conflicts and emotion through action and dialogue typically designed for theatrical performance.
Context: Greeks were the earliest to perform dramas. The three types were comedy, tragedy and satire.
tragedy
definition: A serious drama typically describing a conflict between the protagonist and a superior force, having a sorrowful or disastrous conclusion that excites pity or terror.
context: The three great Greek playwrights of tragedy were Aeschylus, Sophocles and Euripides.
Objectives
Students will:
Materials
The class will need the following:
Procedures
1. Give brief lecture on the Greeks, reviewing facts and using video clips to punctuate the lecture. Explain that a great civilization thrived there between 500 and 323 B.C., during a time in history called the classical Greek period. The ancient Greeks developed new ideas for government, science, philosophy, religion, and art. The center of ancient Greek culture was the city-state of Athens. Although wars between Athens and the city-state Sparta would eventually weaken Greek civilization, its influence is visible today.
2a. Explain that in this activity, students will be researching the following aspects of ancient Greek life:
2b. Divide students into eight research groups, and assign each group one aspect of Greek life to study in-depth. Hand out copies of the timeline and rubric and expectations for the assignment.
3. Have each group review the questions on their activity sheets together and add a question of their own. Students should use print and online resources. The final task is to present their findings to the class with examples of ancient Greek influence in modern culture.
4. Remind students to bring the USB flash drives and take groups to media center where the media specialist will go over useful website and library materials for students to use. Media specialist and social studies teacher will also explain ways in which students may present their findings (either Glogster or PowerPoint)
5. Have students research their projects with teacher and media specialist aid and supervision. Media specialist will show students a sample Glog and walk them through the Glogster technology step-by-step. The students should all be familiar with how to use PowerPoint.
6. Have 2 groups present their research during each class periods with teacher follow-up reflections. Have students turn in their bibliography.
Adaptations
If parents have an issue with students using electronic sources, students may use print materials alone to complete their bibliography.
While it is recommended to use Glogster, if parents have concerns with student's using the online resource, students may present using PowerPoint.
Evaluation
See rubric.
Suggested Readings
Will be supplied by the media specialist.
Standards
This lesson plan may be used to address the academic standards listed below. These standards are drawn from the Maryland Common Core State Curriculum and the AASL Standards for the 21st Century Learner.
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Speaking & Listening Standards
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
AASL Standards:
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate and select appropriate sources to answer questions.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources or strategies when necessary to achieve success.
1.3.4 Contribute to the exchange of ideas within the learning community.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations and further investigations.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.2.2 Show social responsibilities by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.8 Use creative and artistic formats to express personal learning.
4.4.1 Identify own areas of interest.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
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Lesson 2: Greek Biography
Lesson 3: "HiStory"